WORK PROPOSALS WITH TEXTS IN TEXTBOOKS: AN ENUNCIATIVE APPROACH

Language in use is a place of constitution and of interaction among subjects and it represents a linguistic knowledge. This knowledge allows people to interact and participate in social practices using language. The basic unit of teaching, when we think about developing the competence of language use, should be the text and the discourse as they are also emphasized by the PCNs. We considered that enunciative and textual theories enable a meaningful study of reading when we take texts based on linguistic elements, on enunciation and on relations established in and through the language. Although the teachers know the relevance of taking the text as the focus of their practice, the majority of school books do not follow that proposal and enunciative and textual theories are still not well known by teachers as well. So, in this article, we presented the study of three texts from school books based on an enunciative theory, the Semantic Linguistics. These text analyses do not have the intention of being a model to teachers; however we want to show how language constructs meaning in discourse and how teachers could use an enunciative approach in their classrooms when they work with reading activities.